The leadership team has maintained the good quality of education in the school since the last inspection. You set clear expectations for pupils to achieve their potential. As a result, attainment and progress at key stage 2 remain high. School leaders share the desire to provide pupils with a ‘well-rounded’ education. Pupils enjoy a stimulating curriculum, which is reflected well in each classroom across the school. The variety and range of extra-curricular clubs, including a space for outdoor learning, promotes pupils’ interests effectively. The leadership team and governors have made progress on the areas identified for improvement in the previous inspection. These included strengthening pupils’ progress in writing. Opportunities for extended writing are now a strength of the school. Teachers plan activities which effectively meet the needs of pupils. As a result, progress in writing is now strong. Nevertheless, there remains scope to challenge the most able pupils further at both key stages 1 and 2. You have taken effective steps to improve the culture of reading in the school, and all classes have reading areas which are helping to promote pupils’ enthusiasm for books. However, leaders agreed that a more systematic approach to the development of pupils’ reading skills is required to improve progress further. The school provides a safe and orderly environment. Pupils across year groups behave well in and out of classrooms and report that they feel safe at school. Pupils’ positive attitudes support their learning in class and they make good progress as a result. As one parent said in response to the Ofsted survey, ‘Children are well looked after and happy to go to school.’ Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. All checks on the suitability of staff to work with children are in place. Effective training for staff is regular and they are aware of the latest safeguarding guidance. You, together with your staff and governors, ensure that safeguarding and the well-being of pupils are priorities. Leaders know individual pupils and families well; they liaise with external specialists when required. Staff and parents value this approach. For example, the overwhelming majority of parents who replied to Parent View, Ofsted’s survey for parents, agree that their children are safe at school. Leaders have made sure that pupils know who to speak to if they have any concerns. As a result, pupils have a clear understanding of the actions they can take to keep themselves safe; this includes when using new technologies and staying safe online. Pupils report that they see the school as a safe place and that any instance of bullying which might occur is dealt with swiftly. Governors regularly carry out appropriate checks on safeguarding to ensure that pupils are helped to be kept safe. Inspection findings We first agreed to look at how leaders are ensuring that pupils make good progress in reading. In 2017, the national assessments for 11-year-olds indicated that progress in reading, although still above national expectations, had declined from 2016. This was particularly the case for low-attaining and disadvantaged pupils. You have promoted a range of strategies, particularly at key stage 1, to promote progress in reading for all groups of pupils. You have thought carefully about developing pupils’ comprehension skills through the teaching of reading, ensuring that lower-ability pupils receive effective support. Pupils across the school enjoy reading and read fluently and accurately. They have access to appropriate and engaging texts, which stimulates their interest and enthusiasm for reading. Weaker readers receive regular help to develop both their fluency and comprehension skills. Home reading is actively encouraged and supported. However, at key stage 2, teachers do not consistently monitor pupils’ skills in reading. As a result, pupils, particularly the most able, do not always make the progress of which they are capable. We next agreed to look at the work you have done to improve pupils’ progress in writing. In 2017, progress in writing for all pupils, including low-attaining and disadvantaged pupils, was well above the national average. Through an in-depth review of pupils’ books across a wide range of subjects, inspectors found that pupils have extensive opportunities to develop their writing.